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EQUITY

èßäÊÓƵ and Vernon IB World School are committed to academic excellence and personal success for all of our èßäÊÓƵ. Central to this commitment is educational equity.  Our èßäÊÓƵ’s equity work aligns with the cultural transformation of èßäÊÓƵ - the changes in policy, people, and practice necessary to create a culturally responsive organization that ensures the success of every student by name. This work is necessary to prepare every student to navigate and compete in a culturally rich society and global economy.

On June 13, 2011 the Portland School Board unanimously approved the èßäÊÓƵ Racial Educational Equity Policy (2.10.010-P). The policy calls out race-based disparities in èßäÊÓƵs, identifies the district's role in erasing them and holds up high expectations to ensure that all èßäÊÓƵ reach their academic potential.

èßäÊÓƵ has committed to significantly changing its practice in order to achieve and maintain racial equity in education. Educational equity means raising the achievement of all èßäÊÓƵ while (1) narrowing the gaps between the lowest and highest performing èßäÊÓƵ and (2) eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.

The concept of educational equity goes beyond formal equality—where all èßäÊÓƵ are treated the same—to fostering a barrier-free environment where all èßäÊÓƵ, regardless of race, have the opportunity to benefit equally. Educational equity benefits all èßäÊÓƵ, and our entire community. Students of all races shall graduate from PPS ready to succeed in a racially and culturally diverse local, national and global community. To achieve educational equity, PPS will provide additional and differentiated resources to support the success of all èßäÊÓƵ, including èßäÊÓƵ of color.

Guiding Questions for Equity @ Vernon

• If a èßäÊÓƵ is said to be culturally responsive in the way in which it interacts with its children of color, what do we see occurring in both the physical and relational environment?
• In what ways does race impact the education of ALL children at our èßäÊÓƵ? Using Critical Race Theory, how does our èßäÊÓƵ philosophy, policies, programs and practices contribute to lowered achievement of our èßäÊÓƵ of color?
• Do we hold different or similar definitions, standards and expectations surrounding the roles and responsibilities for White families as we hold for families of èßäÊÓƵ of color?
• How are we, as a èßäÊÓƵ, developing our will and skill to have courageous conversations about race? What serves as evidence of our development? What has prevented our development? 
• What circumstances and conditions challenge our èßäÊÓƵ’s ability to become culturally responsive? What steps might we take to address these challenges? 
• What are some ways we have discovered or recently acknowledged that race impacts our personal/professional lives? The lives and education of our èßäÊÓƵ?
• What do we believe are the defining elements of and outcomes for effective partnerships between èßäÊÓƵs and families/communities? To what degree is our èßäÊÓƵ engaged in partnerships with defined elements and outcomes? 
• To what degree is an effective “Anti–Racist/Equity Leadership” learning community emerging in our èßäÊÓƵ? 
• How has effective “Anti–Racist/Equity Leadership” emerged in our èßäÊÓƵ? What leadership qualities does our èßäÊÓƵ possess/lack?
• What are circumstances unique to our èßäÊÓƵ that may challenge the will, skill, knowledge and capacity of our emerging “Anti-racist/Equity Leadership”?
• What specific skills and capacities does effective “Anti-Racist/Equity” leadership in our èßäÊÓƵ require? 
• Who needs to participate in order that the partnerships are effective between our èßäÊÓƵ and our communitiy? 

Parents & Community: Join Us in our Mission!

• Join one of our parent affinity groups: More Information in the Vernon Office. 
• Volunteer to be part of our annual Black History Month activities, including our African-American author read-in, our Black History celebration, or specific classroom/grade-level activities. (Contact our counselors or classroom teachers for specifics)
• Support our mission and vision to diversify classroom libraries. Each year in February the East Portland Rotary donates hundreds of culturally-relevant books featuring characters from diverse backgrounds and perspectives to our classroom libraries. We believe that classroom libraries should act as “windows, bridges, mirrors.” Windows so èßäÊÓƵ can see into other worlds, mirrors so that they can see themselves reflected in what they read, and bridges to connect the two. If you would like to donate a title or two to our library, contact our librarian.
• Join our Site Council. The Vernon Site Council is made up of Vernon staff and parents/community members. The purpose of the Site Council is to make decisions that impact student achievement using our èßäÊÓƵ’s Comprehensive Achievement Plan and focusing on School/Family Partnerships with our Equity work. Site Council meetings take place once a month, generally on the second Wednesday, from 5:45-7:00pm in the multipurpose room (see èßäÊÓƵ handbook and calendar for specific dates). If you are interested in participating, please contact Ben or Heidi.
• Attend monthly PTA meetings to share your voice and perspective (see èßäÊÓƵ handbook and calendar for specific dates or check the PTA website)
• Read, Learn, and Engage in your own personal journey. Our staff handpicked books starting in the summer of 2016 to build our own library to assist in our journeys. We are happy to share them in the hopes that our community joins us in this valuable work. Email Ben for more info.

Since 2006, èßäÊÓƵ has invested in professional development, coaching and consulting services with Pacific Educational Group, for the purpose of developing and accelerating the district's capacity to engage in systemic equity transformation. The Vernon staff consistently use the Courageous Conversations agreements, conditions, and compass in our equity mission.